Salem Normal School Catalog, 1911-1912 by Salem State UniversityArchives

STATE NORMAL SCHOOL MA SAC HUSETTS S A L E M

FIFTY-EIGHTH YEAR 1911-1912

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State Normal School

salem massachusetts

FIFTY-EIGHTH YEAR 19H-1912

Approved by

The State Board of Publication.

State Board of Education. TERM EXPIRES

North Adams,

Clinton Q. Richmond, A.B., Saeah Louise Arnold. A.M.,

Newton

Simeon B. Chase,

Fall River,

Frederick

Brookline,

P. Fish, A.B.,

1912

Center,

1912

Frederick W. Hamilton, D.D., LL.D

Tufts CoUege,

Ella Lyman Cabot, Thomas B. Fitzpatrick, A.M., Paul H. Hanus, LL.D., Levi L. Conant, Ph.D.,

Boston,

Commissioner

1912 1913 .

1913. 1913.

Brookline,

1914

Cambridge,

1914

Worcester,

1914

of Education.

David Snedden, Ph.D.

Deputy Commissioners. William Orr, A.M. Charles A. Prosser, A.M.

Agents. James W. MacDonald, A.M.,

Stoneham.

Julius E. Warren,

Worcester.

Charles R. Allen, M.A., B.S., Rufus W. Stimson, A.M., B.D., Michael W. Murray (special agent), Edward C. Baldwin (business agent),

Boston. Boston.

Instructors.

The Normal School.

JOSEPH ASBURY PITMAN,

Principal Theory and practice of teaching Harriet Laura Martin, Librarian. Mathematics, Latin Jessie Putnam Learoyd, English Charles Frederick Whitney, Manual arts Physical training, physiology, nature study, Mary Alice Warren,

........ ......

Gertrude Brown Goldsmith, A.B., United Francis Boutelle Deane, 1

gardening Psychology, biology

States history, civics, general history, history of education Physical training, reading

Helen Hood Rogers, Cassie Lucretia Paine,

Child study

Supervisor of practice teaching.

Fred Willis Archibald, Music Harriet Emma Peet, Literature, arithmetic Secretary Louise Caroline Wellman, Sumner Webster Cushing, A.B. A.M., Geography, physiography, geography .

Arthur John Meredith,

Ph.B.,

Clara Ellen Townsend, Ph.B. Charles Elmer Doner, Walter George Whitman, A.B

May Heath

of commerce, industrial geography Bookkeeping, commercial law, economics, history of commerce, arithmetic Shorthand, typewriting

Penmanship A.M..

Physical science, physiography

Kindergarten methods

Noyes,

Magna Dean Eastman,

Assistant,

manual

arts

Training Department. The Practice

Herbert Leslie Rand,

Mildred Beatrice Hopler, Carrie Beryl Johnson, Grace Isabelle Whittle, Mary Elizabeth James, Bertha Louisa Carpenter, Elizabeth Starbuck Adams, May Heath Noyes, .

Leave

Gardening, carpentry

Principal,

Emma Eliza Campbell, Maud Sarah Wheeler,

School.

of absence, 1911-1012.

Grade eight. Cooking, sewing Grade seven. Cooking, sewing Grade six. Sewing Grade five. Sewing Grade four Grade three Grade two Grade one Kindergarten

Mary Annie

Archer, substitute.

The Bertram School. Bessie Alzada Morse, Dorothy Genie ve Stevens,

Grades three and four Grade two Grade one Kindergarten

Mildred May Moses, Alice

Martha Wyman,

The Farms School, Harblehead.

Gertrude Ella Richardson,

....

The necessary opportunity

for observation

Ungraded

and practice teach-

ing for students in the commercial department

afforded in the

Salem Commercial School, the Salem High School and the Lynn English High School.

Officers.

Salem Normal Association, 1910=1913.

Officers of the

Mrs. Miss Miss Miss Mrs. Miss Miss Mrs. Miss Miss

Abbie Richards Hood, Beverly (Class L VI I.), Putnam Learoyd, Danvers (Class LI.), Mary A. Grant, Salem (Class LXX.), Mary Elizabeth James, Salem (Class LXXXV.), Emma R. Tenney, Manchester (Class XXXV.), Anna M. Bates, Salem (Class X.), Martha R. Orne, Lynn (Class XXXI.), Susan FARNHAMTHORNDiKE,Peabody (Class LXXIII. ) Laura B. White, Boston (Class XXIX.), Florence A. Woodbury, Salem (Class LXIX.),

President.

Jessie

Vice-President. First Secretary.

Second Secretary. Treasurer.

Directors.

Officers of the Senior Class.

Gwendolyn D. Hobbs,

President.

Leone M. Keene,

Vice-President.

Josephine E. Furfey,

Secretary.

Katherine V. Scully,

Treasurer.

Members J.

of the School Council

Asbury Pitman,

Helen H. Rogers, Sumner W. Cushing,

Faculty.

Gertrude E. Mackin, Pernal S. Johnson,

Senior Class.

Frederick J. Long, Mildred J. Hilliard,

Middle Class.

Mary

B. Kirby,

Marion Kelly,

Junior Class. .

Members Asbury Pitman, Frederick Whitney, Sumner W. Cushing, Frederick J. Long, William L. Foley,

of the Athletic

Advisory Board.

Faculty.

Athletic

J Association.

Calendar for 1912=1913.

Spring Recess.

From

of school on Friday, February 23, 1912, to

March

From

close of school

on Friday, April 6,

Monday,

1912, at 9.20 a.m. 26, 1912, to

May

Monday,

1912 at 9.20 a.m.

Graduation Week.

Monday, June 17, 1912, Class Day. Tuesday, June 18, 1912, at 10.30 a.m., graduation. Tuesday evening, reception of the graduating class. First Entrance Examinations.

Thursday, June 20, 1912.

— Registration. (In the assembly 9.15 a.m-12.30 p.m. — English, Latin, French, German. 1.30-4.30 p.m. — Physics, chemistry, physiology and hygiene,

8.45-9.15 a.m.

hall.)

botany, zoology, physical geography.

Friday, June 21, 1912.

— Registration. (In the assembly 9.15 a.m-12.30 p.m. — Algebra, geometry, 1.30-2.30 p.m. — Drawing, music. 1.30-4.30 p.m. — Commercial 8.45-9.15 a.m.

hall.)

history.

subjects.

Second Entrance Examinations.

Tuesday and Wednesday, September 3 and (Hours and order as above.)

1912.

Beginning of School Year. Thursday, September 1

1912, at 9.20 a.m.

See page 64.

Examinations will be given in the order in which the subjects are named.

Thanksgiving Recess.

From Wednesday, 12

m. ; preceding Thanksgiving Day, to the fol-

lowing Tuesday, at 9.20 a.m.

Christmas Recess.

From

close of school

on Tuesday, December

January

24, 1912, to

Thursday,

1913, at 9.20 a.m.

Beginning of Second Half=year.

Monday, January

27, 1913.

Spring Recess.

From

close of school

From

close of school

on Friday, February

March

28,

1913, to

Monday,

10, 1913, at 9.20 a.m.

on Friday,

May

1913, to Monday,

May

12,

1913, at 9.20 a.m.

Graduation. Tuesday, June 17, 1913, at 10.30 a.m.

First Entrance Examinations.

Thursday and Friday, June 19 and 20, 1913. (Hours and order as above.)

Second Entrance Examinations. Tuesday and Wednesday, September 2 and (Hours and order as above.)

1913.

Note. â&#x20AC;&#x201D; The daily sessions of the school are from 9.20 to 12.30 and from 1.30 to 3 o'clock. The regular weekly holiday of both the normal and the practice schools is on Saturday. The telephone call of the school is Salem, 375. The principal's residence is at 260 Lafayette Street, and his telephone call is 149-1.

State Normal

School

Saleh Massachusetts

AIMS AND PURPOSES The aim

of the

school

distinctly

professional.

Normal

schools are maintained by the State in order that the children in

the public schools of the

Commonwealth may have

superior ability; therefore, no student retained in the school

developing into an

The

who

may

teachers of

be admitted to or

does not give reasonable promise of

efficient teacher.

school offers as thorough a course of academic instruction

as time

and the claims

of professional training will permit.

The

subjects of the elementary curriculum are carefully reviewed with

reference to methods of teaching.

includes the study of

man from

The

professional training also

the standpoint of physiology and

of psychology; the principles of education tical

teaching

upon which

all

prac-

founded; observation and practice in the appli-

and a practical study of children, In all the work of the school there is

cation of these principles;

under careful direction. a

constant and persistent effort to develop a true professional

spirit, to reveal to is

the student the wealth of opportunity which

open to the teacher, and the grandeur of a

life of service.

REQUIREMENTS FOR ADMISSION I.

Candidates for admission must have attained the age of

seventeen years complete, if young men, and sixteen years, if young women; must be free from diseases or infirmities which would unfit them for the office of teacher, and must present certificates of good moral character. They must also present detailed records of scholarship from the principal of the high 1

See, also, page 64.

10 school,

other school in which preparation has been made,

showing the amount of time given to individual subjects and the grade therein (on the printed form provided by the school). II.

Candidates must present by examination or certificate

satisfactory evidence of preparation in the following subjects,

14 units being the requirement for admission. sents a year's study in

any subject in a secondary school,

tuting approximately one-quarter of a full

A. (1)

— Three

Prescribed Subjects.

Elective Subjects.

(2)

Algebra,

(3)

Geometry,

— At

}

ear

consti-

work.

units.

English literature and composition,

lowing subjects.

unit repre-

....

o units. o

from the

least seven units

.... ....

fol-

1 unit.

(4) History, ancient, mediaeval and modern. English or

American, including (5) Latin,

1 unit-

civics,

2 units

(6) French, (7) (8)

German, 1 Drawing,

2 units

1 unit. 1 unit.

(9) Physics,

(10)

1 unit.

Chemistry,

(11) Biology, botany or zoology,

1 unit.

(12) Physical geography, 1 (13) Physiology and hygiene,

1 unit.

Eor the present, the topics included within the foregoing subjects will be such as are usually accepted by Massachusetts colThe outlines submitted by the College leges for entrance. Entrance Examination Board (sub-station 84, will be found suggestive by the high schools. C.

Additional Subjects.

— At

Xew York

least four units

City)

from any

the foregoing subjects not already offered, or other subjects ap-

proved by the secondary school towards the diploma of graduation of the applicant. 1

Half units in these subjects will also be accepted.

Examinations.

III.

specifically

— Each

applicant for admission, unless

exempted by the provisions

of sections

IV and V,

must pass entrance examinations in the subjects required under " A " and " B." Examinations in these subjects will be held at the normal school in June and September of each year. Candidates applying for admission by examination will present creden-

from their schools to cover the requirements " and will not be given examinations in these subjects.

tials or certificates

under " IV.

Division of Examinations.

— Candidates

for admission

to the normal schools may take all of the examinations at one time, and any or all of them may be taken either in June or in

September. receive

If the examinations are divided, the candidate will

no credit for the

first

examination, unless he passes in at

least five of the ten units required.

divided between different years.

Admission

Certificates.

Examinations

may

not be

— Candidates

high schools which are on the certificate

list

from public the New England

College Entrance Certificate Board, or from public high schools

approved by the State Board of Education for this purpose,

may "

be exempted from examination in any of the subjects under " and " B " by the principal of the normal school on the

basis of a record of at least eighty per cent., or B, in such sub-

which such subject has been pursued, when the principal of the high school shall have certified his belief that the candidate is able to do satisfactory work in the normal school. Such candidates will present credentials for the subjects under " C ". ject

during the

last year in

Admission as Special Students Graduates of normal schools and colleges

and other persons of suitable attainments, including those who have had considerable experience in teaching, may, by arrangement with the principal, select a year's work from the regular program of the elementary course. If this work embraces not less than twenty recitation periods per week of prepared work, and includes the course in pedagogy and practice teaching, the student will receive a certificate for the same upon its satisfactory completion.

Advanced students are

also

the commercial department.

admitted to elective courses in

Prompt and regular attendance

exacted of special students,

as well as of those in the regular course.

definite statement of the applicant's purpose in asking for

admission to the school to

remain

Those who do not intend

required.

at least a full year are requested not to apply.

The design

of the school does not include the admission of

transient students, for the purpose of taking partial or special

which are

courses, except in cases

culture for

own

its

sake

receives its students.

really exceptional.

Personal

not the end for which the school

It exists

and

will be administered for the

training and improvement of teachers, and

all its facilities will

be put to their utmost use for the advantage of teachers.

during recent years,

many

Thus,

teachers have been allowed to attend

the exercises in selected departments,

—

so far as the privilege

could be granted without injury to regular class work,

though their names have not appeared in the catalogue

—

al-

as stu-

dents.

Students from outside the State Non-residents of this

Commonwealth who

the requirements for admission

payment

may

of fifty dollars per year, of

at the beginning of the year of the year.

This applies to

are able to satisfy

be received as students on

which sum one-half

and the other half

due

at the middle

all courses.

ELEMENTARY COURSE OF STUDY The elementary course of study who aim to teach in the public grade.

and

jects,

schools below the high school

— the following subthe educational values teaching them — and methods

of the principles

— reading, and written composition, gramEnglish and American algebra and plane geomMathematics, —

English,

(a)

oral

mar, rhetoric,

literature.

arithmetic,

(&) etry.

designed primarily for those

It comprises substantially the following subjects

The study

See page 35.

Not required

of students

who

are preparing to teach in the first six grades.

— history Massachusetts. Science, —

and

History,

(c)

and of

civil polity of

the United States

physics, chemistry, physiography, botany, zool-

(d)

ogy, geography, physiology

and hygiene, nature study, garden-

ing.

Manual arts; vocal music; physical training; penmanship. (a) The study of man, body and mind, with reference to

(e) II.

the principles of education

;

the application of these principles in

school organization, school government,

and in the

art of teach-

ing ; the history of education ; the school laws of Massachusetts.

Observation and practice in teaching.

(6)

The time required for the completion of this course depends entirely upon the student. It may not exceed two years for those and superior ability for others, three do the work properly. In many cases more

of satisfactory preparation

years are needed to

than two years

;

insisted upon.

the upper grades of the

grammar

Students who expect to teach in school will receive special prep-

and may elect a third year of advanced work, including observation and practice in these higher grades. A diploma is given when any course is satisfactorily completed.

aration,

CONDITIONS OF GRADUATION The

school does not accept the satisfactory accomplishment

of the class

diploma.

work required

The candidate

from the standpoint

as constituting a complete title to a

for graduation

must be judged in part

and

of efficiency in practice

of personality

teaching. It

the aim of the school

— and — not

by year with increasing strictness

upon those who are

this is insisted

upon year

to bestow its diploma

work to use the English language with ease and correctness. The power of the student to teach, so far as that can be ascertained and judged, is of course an essential element in the problem, and those

who

likely to be unable in ordinary school

are manifestly unable to do so will not be allowed to

graduate, whatever their academic proficiency

may

be.

THE nODEL AND PRACTICE DEPARTMENT Mr. Band, Principal; Miss Paine, Supervisor of Practice Teaching.

In co-operation with the school committee of the city of Salem, the State normal school maintains in its building a complete system of model and practice schools, beginning with a kindergarten, and fitting pupils for the local high school. The system

and primary classes in the Bertram school building and a model ungraded school in Marblehead. The teachers are nominated by the principal of the normal school and they are elected by the school committee. The assignment of pupils is in the hands of the local authorities, so that the children do not constitute a picked company. also includes kindergarten

The aim has been

to secure in these schools as nearly as possible

the actual conditions existing in public schools of a high class. It is

essential part of the plan

upon which they are conducted size. The schoolrooms them-

that they be kept at a reasonable

ample dimensions, well lighted, thoroughly ventilated, furnished with approved furniture and other appliances for work, and provided with sanitary conveniences of the best kind. By the generosity and interest of many parents they are selves are of

also provided

with beautiful decorations.

In planning the instruction in these schools the aim is to connect it as closely as possible with the work in the normal school, to the end that the methods of teaching here may exemplify the theory in which the normal school students are taught. In the model and practice school located in the normal school building, a large part of the instruction is either supervised or actually

given by normal school instructors.

The

critic teacher devotes

her entire time to supervising the

normal school students in their relations to the practice schools. Her intimate acquaintance with the work of the schools in their various departments and her duties as a supervisor make it possible to guard in the most efficient manner the interests of the children. The regular teachers are selected solely by reason of their efficiency, and the facilities whose use is made possible by the connection between the practice schools and the normal school are put to their greatest service.

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15 Besides the regular observation and practice teaching, opportunity

who intend

provided for those students

grade to observe in the kindergartens, and

first

to teach in the all

members

the senior class are required to take a short course in the theory

and methods of the kindergarten and its relations to the rest of the elementary school system. Arrangements have also been

made

for the seniors to gain a limited

teaching in the schools of several

compensation for this

cities.

amount of experience in They receive a moderate

service.

ELEMENTARY COURSE Junior Year Periods Weekly.

' .

Literature,

one-half year each,

Reading, one-half year,

Mathematics,

Physiography,

Physical science, Biology,

Psychology,

History of United States,

Manual

arts,

Music,

Penmanship, Gymnastics,

Senior Year Periods Weekly.

English,

Literature,

Reading, Arithmetic,

..........

2 3

Geography,

Nature study,

Pedagogy,

Child study, T^.

Kindergarten methods, History of education, 1 2

Not required

|'12 J

........

of those students

During the period spent

weeks each,

;

who

are preparing to teach in the

in the practice schools.

first six

grades.

2 1

16 Periods Weekly.

Latin

(elective),

Manual

arts,

Music,

Penmanship,

Gymnastics,

AIM AND SCOPE OF THE COURSE OF STUDY English Language Miss Learoyd

The study of language is continued throughout the two years. As the students come from many different schools, their preparation

varied.

therefore necessary during the

first

year

to consider the essential qualities of language, in order to lay a

uniform foundation for the intelligent discussion of the work in language in the lower grades.

The

from the standpoint of the teacher. Suggestions are given for planning and presenting subjects to a class, and opportunity is given for practice before the normal school class. Frequent oral and written subjects taken are considered chiefly

criticisms are required.

The

students are expected gradually to

assume the responsibility of the work in the classroom. As far as possible, the work in English is associated with that in other branches, and the student is made to feel the importance of a skilful use of language both in speech and in writing.

Those who are especially deficient in knowledge or in practice are expected to give the subject extra attention.

In the second year the teaching of English is considered. Good books on the subject are read by the class, for the purpose of gaining a high ideal and inspiration for the work. A course of study in general language work is suggested, to be used as a basis for class discussion and as a guide for individual work in planning different types of lessons.

The

best order of topics in

grammar is considered, and exercises are planned and given. The observation of the work in the practice school serves emphasize and illustrate points discussed.

Literature Miss Peet

Junior Literature.

â&#x20AC;&#x201D; The work

of the junior year is based

For those students who are

studies in literature for children.

preparing to teach children in their course covers

(

1 ) studies of

first six

years in school the

myths, legends, fables, fairy

tales,

hero tales and poetry for children; and (2) recreational reading

For those students who are preparing to teach children in their seventh, eighth and ninth years in school the course includes: (1) studies in poetry and prose adapted to older children in the elementary school; and (2) recreational for

young

children.

reading for older children.

The

week during either the first or the second half of the year. The work begins with studies in appreciation and is followed by the construction of teaching plans not only for the study of literature in the school room but classes

meet four times

for the use of recreational reading.

Senior Literature.

â&#x20AC;&#x201D; The work in

literature of the senior year

aims to give each student help in judging and appreciating ture, not only that she herself

uplift that

have the pleasure and moral

comes from an appreciative acquaintance with

ature, but that she

The

may

litera-

classes

may

liter-

be a better teacher because of the work.

meet twice

week throughout the year, and

cuss as far as the time permits selections (1)

dis-

in narrative and

from American writers, and such English authors as Herrick, Burns, Scott, Tennyson and Browning; and (2) in drama, fiction and the essa}% taking a few typical selections from the time of Shakspere to our own day. lyrical poetry taken

Reading Miss Eogers

Junior Year.

â&#x20AC;&#x201D; The

work

for the greater part of this

}

ear

aims to awaken interest in oral reading, and an appreciation of the student's present and future need of power in this direction.

this

end oral reading

beo-ins incidentallv

practised,

with the

and the study

of phonetics

effort to correct individual faults in

The

pronunciation and articulation. those that

may

selections read are

be used in the grades.

Some

mainly

are masterpieces

from current magazines and newspapers, while others are simple stories and poems for very young of literature, others are taken

children.

The

latter part of the year is devoted to the

reading which of phonetics,

method

in use in the practice school.

and practice in

story-telling

of teaching

Some knowledge

and dramatization, are

given in this connection.

Senior Year.

â&#x20AC;&#x201D; This

course deals with methods of teaching

reading and literature in the grades, with special emphasis on the

work

of the first years.

The work with methods

reading, begun in the junior year,

and dramatization in relation sidered.

Middle Year.

â&#x20AC;&#x201D; During

continued, and story-telling

to children's literature are con-

this year students

years to the elementary course have to

of teaching

who

devote three

work in reading which aims

supplement the work of the junior year, thus giving a broader

preparation for the practice work of the senior year.

Elementary Latin (Elective)

Miss Martin

The

class is organized for the

teaching first-year Latin.

It is

consideration of methods of

open to special students, and to

students of the second or third year whose standing warrants the

undertaking of an additional subject.

The general purpose of Latin study and the secured in first-year work are considered, and

results to be

the

means

Leading text-books for beginners are examined, and enough lessons developed to give an intelAs the ligent appreciation of the author's plan and method. work of the teacher of elementary Latin is largely of the nature of drill, discussion and illustration of modes of drill receive a attaining these results discussed.

larsre

share of attention.

The

finest result in the

teaching of a foreign language

development of a feeling for that language. in view that the teacher gives his first lesson,

constant inspiration of his method.

It is

the

with this end

and the end

the

United States History Miss Deane

The study

United States history is included in the first year of the course. The work is planned with two general aims in view: (1) the review and establishment of the essential facts and principles of American and allied English history, treated of

from the academic standpoint; and (2) the consideration material in

made

its

adaptation to the elementary school.

of the

Effort

broaden the student's acquaintance with authoritative historical works and to aid him in the selection and handling of to

material.

this end, special presentations of topics requiring

research have an important place in the plan of study.

The elements

government are considered from the standpoint of their actual operation rather than from that of of civil

theory, thus necessitating attention to current political events.

Book study of the principles of government must be supplemented by familiarity with concrete examples. Arithmetic Miss Peet

In order to meet the needs of different arithmetic work students

who

given in two courses.

classes of students, the

The

course given for

are preparing to teach children in the

first

six

years of school, covers a review of arithmetic through percentage,

and gives special attention

metic a live subject to for students

who

little

methods of making

children.

The other

arith-

course, given

desire to teach children in the seventh, eighth

and ninth years of school, covers a review of arithmetic beginning with fractions, and gives special attention to methods of teaching arithmetic as

it is

applied to mensuration and business.

The work throughout attempts to put arithmetic on a different basis from the arithmetic of the time when it was taught largely as a mental discipline. The endeavor is to aid the student in finding means of making the subject of vital interest to the children and providing them at the same time a thorough training in number looked at from a practical standpoint.

Mathematics Miss Martin

The

course includes study of form and study of number.

aims on the one hand to unify, and on the other to individualize

and

classify, the

vious study.

knowledge which students bring from their pre-

Practical application of geometrical truth

made

work and in the mensuration of the common plane figures and solids. The study of number is from the algebraic point of view. Processes are investigated and explained with reference to practical teaching. The quantity of work done is determined largely by the amount and quality of preparation and the individual needs of the students, and thus may naturally vary from

in field

year to year.

Psychology Miss Goldsmith

The course in psychology extends throughout the junior year and makes the foundation for the work in pedagogy and child study of the senior year. The aim is to secure a clear understanding of the fundamental laws which govern mental activity, as well as to develop a larger

sympathy with human

life as

whole and an appreciation of the conditions existing in immature minds. of

Careful attention

which knowledge

given to the processes by means

acquired and elaborated, the sources of

knowledge, both general and psychological, and the function and

The subjects of habit and memory, imagination, imitareflex action, perception, conception, tion, instinct, judgment and reasoning, emotion and volition are made of special importance. Since the work is intended to be of development of the mental

faculties.

practical value rather than of merely theoretical interest, illustrations

from the daily

of child

life,

life of

the student and from observation

also applications to teaching, are

demanded through-

out the course.

Pedagogy Mr. Pitman

The course in pedagogy extends throughout the senior year. Its chief aim is to develop an understanding of the principles of education as derived from the study of psychology in the previous

and of their application to school organization and government and to the art of teaching. The course comprises a study }'ear

of the various educational agencies; of the educational values of

the several subjects of instruction, and of their interrelations;

and management; of the physical conditions of the school; and of the hygiene of the schoolroom. The work in the model schools is done in connection with this course, and the observations and experiences of the students are drawn upon extensively to illustrate the classroom discussions. of school organization

portion of the course

the historical

is also

devoted to a consideration of

development and the characteristic features of

the Massachusetts school system as revealed by the laws relating to

public instruction.

sufficient

knowledge

of these laws is

imparted to make the students familiar with the rights and duties of teachers.

Teachers

now

in the service

school to take a year's special

who

are intending to enter the

work should make

thorough

study of James's Briefer Course in Psychology, Halleck's Psychology and Psychic Culture, or some other book of equal scope.

History of Education Miss Deane

The course in history The plan of study } ear. T

of education is included in the senior

follows two lines of development: (1)

the analysis of the historical evolution of the educational system,

tracing the great

movements in

and (2) the

their related order;

study of the lives of leaders of educational progress, particularly

tion of

modern

Throughout the course the interrelaeducational, religious and political conditions is made

those of the

era.

manifest as a basis for understanding national educational ideals

and standards.

In tracing the evolution of the present school system especial prominence is given to four topics the purpose :

education, the character of the curriculum, the degree of

recognition of individualism, and the development of the school as

an institution.

The course

serves particularly to foster

appreciation of teaching as a profession.

Child Study Miss Paine

The course

in child study

carried on with the seniors during

The aim

their twelve weeks of practice teaching. is

to study the physical

and psychological child

of this course

found in

the average public school.

The

distinctive characteristics of the

immature human being,

as contrasted with the adult, are considered, emphasizing especially those characteristics

found in the average school child from

fourteen years of age.

five to

attempt

made

to understand,

somewhat, the effects of growth and development, and of nature and nurture, in order to interpret ordinary schoolroom procedure.

For

this

purpose the attention of the students

upon the children actually dealing.

of the practice school with

Observations are

made

whom

focused

they are

of the special defects,

the interests, habits and activities of the children of the various grades.

These observations are supplemented by material de-

from the students' own personal experiences, and from intimate knowledge of children found in other localities. rived

their

analysis of the conditions in the practice school that tend

to promote, regulate or supplant the natural tendencies of the

children

made, and a comparison with other schoolroom condi-

tions within the experience of the students is constantly encour-

aged, in the endeavor to discover the best conditions for bringing

about the most desirable results.

As can be

seen, therefore,

throughout the course the laws of

psychology and the principles of pedagogy are constantly being analyzed out of and applied to ordinary schoolroom situations. Also, a close observation of all schoolroom procedure

maintained in order to more intelligently appreciate in modifying the physical

its

must be purpose

and psychological development of the

average public school child.

â&#x20AC;&#x201D; Rowe's

The Physical Nature of the Child and Kirkpatrick's Fundamentals of Child Study -â&#x20AC;&#x201D; are supplemented by readings from various other authoritative writers. Reports of independent observations and criticisms are

The two general

passed in weekly.

text-books used

For the students who are preparing

grammar

grades in the

schools it

to teach the

two upper

proposed to give a more

extended study of the adolescent boy and girl than or necessary for the students of the regular

possible

two years' course.

Kindergarten Methods Miss

No yes

This course does not train students for kindergarten teaching. It is given to the entire senior class,

them the kindergarten, and its

and aims

with the methods and materials of

to acquaint

function as a foundation and preparation for the primary school. It gives

them a

practical understanding of the kindergarten,

emphasis being placed upon

its

necessarily close relationship to

The importance of this formative period of the child's life, and Froebel's means for successfully developing the child through his own self-activity, and connection with the

first

grade.

are dwelt upon.

The following

are the subjects considered

â&#x20AC;&#x201D;

Biography of Froebel, the founder of the kindergarten, followed by a study of his principles as contained in The Education of Man,

and Mutter unci Kose Lieder. Nature work as adapted to children of kindergarten age. Play as an educational factor. Songs and games. The gifts and occupations. Story

telling.

Constant opportunity vised observation

given the students for carefully super-

and practice in the kindergartens

as well as

in the first grades of the practice school, so that theory

once be

made

may

practical.

Biological Science

Miss Goldsmith

This course extends throughout the junior year and

to give a basis for the comprehensive understanding of

physiology and senior vear.

nature study, both of

The aim

planned

human

which courses follow in the an under-

to lead the student to as clear

24 standing as possible in the time allowed of the gradual evolution

and increasing complexity of plant and animal

life,

and

to appre-

ciate such great principles as heredity, adaptation to environ-

ment, the straggle for existence and protection.

Types of plants

and animals' {e.g., the dandelion, corn, maple tree, starfish, crab, fish) form the basis for class discussion, laboratory work, recitation and economic problems. The students also work out the problem of adapting these forms to work with the children. A.s much field work is done as time permits, and the collection at the Peabody Academy of Science affords an unusual opportunity for the study of typical animal forms. Through this we hope to arouse in the students a love and appreciation of all living things, a desire for a more intimate knowledge of their surroundings, and a reverently questioning attitude which shall lead to keen observation and careful thinking. Physical Science

The aims

of the

work in physical

scieuce are

common

foster interest in the science of

to stimulate

and

things; to provide a

fund of useful knowledge about everyday science; and to develop the power of accurate observation, clear thinking and correct expression which are essential to direct others in the study of science.

The

class-room

work

includes

lectures, reports of special topics

and

demonstrations,

informal

large part

discussion.

of the class-room time is used by the students in presenting

About one-third of the time individual laboratory work. The object of this

special topics before the is

allotted to

work

class.

to give the student sufficient skill in manipulation of

apparatus to be able to demonstrate successfully before a

and

give

intimate

knowledge

the

class,

substances,

and principles which are discussed in the class-room. Ample laboratory facilities are provided for independent work by the students.

processes

The following A.

Physics.

are the courses offered in physical science

â&#x20AC;&#x201D; For

students

preparation in physics.

who

â&#x20AC;&#x201D;

enter without satisfactory

First half year.

Twice a week.

25 general introduction to physical science, covering the funda-

mental principles. B.

Chemistry,

— For

who

students

A brief

satis-

Twice

Second half year.

factory preparation in chemistry.

week.

without

enter

elementary course in chemistry, providing a foun-

dation for the chemical work of the course in applied physical science.

— Eequired

(1) Applied Physical Science.

the two-year course and the three-year

The student

hours a week.

of students of both

One

course.

Two

year.

required to have an elementary

knowledge of physics and chemistnr before entering this course. This course includes many subjects which are important because they are closely related to even'-day to science questions of the

home, public

The course aims

trades and arts.

Consideration

life.

given

manufactures,

utilities,

to give the student a broad

outlook over the field of physical science and an insight into ways

which science is useful to man. Excursions are planned to show the applications of physics and chemistry in commerin

cial use.

(2) course. is

Methods.

One

— Eequired

students

Three times a week.

year.

three-}7 ear

the

The aim

of the course

to prepare the student to teach physical science in the

mar

Practice

grades.

Some

sons are presented and discussed in class. science teaching in

Model

given in devising lessons.

grammar grades

afforded.

gramles-

observation of

increase

skill in

demonstrating with apparatus, some work in the lab-

oratory

offered.

The

course

physics and chemistry which

covers

subject-matter

appropriate to the

school pupil, and in addition gives to the a broader

the

grammar

normal school student

treatment of the subject-matter than will be required

for use in teaching.

Physiography Mr. Cushixg

The course

— Mr.

in physiography

astronomy for the student of the earth to the other

Whitman

made

include enough of

to gain a clear notion of the relation

members

of the solar system

and the

26 universe: of mineralogy, to interpret the physiographic history of parts of the earth

from the study

of bed rocks: of historical

geology, to appreciate that the earth, with its animal and vege-

an evolving organism, and that the present conditions show one stage of that evolution: of plrysical geography, to table life,

understand the typical processes affecting the earth's surface and the resulting land forms. The object of the course, other than general culture,

build up the background for the earth

sciences that are taught in the elementary schools.

made

preparatory to the course in geography that follows the next year. Field trips and laboratory work take an important part in this

work.

terial for

The immediate surroundings offer diversified mafield work. The school is well equipped with a large

astronomical telescope, with individual and exhibition rock and

mineral specimens, and a

museum

of selected fossils.

Geography Mr. Cushixg

this course the

fundamental principles of the science are

evolved from the studv of the

home

standing of the mutual relations of

becomes observational knowledge.

localitv, so that the

man and

The method

his

under-

environment

of instruction is

such as to tend to develop the reasoning power of the student as the facts of geography are studied.

Much

time

spent in interpreting the materials found in text-

books on the subject in elementary schools, in

map

reading, in

the use of diagrams, models, pictures, specimens and the other

geographic helps.

intensive study of the pedagogy of geography occupies a

period near the end of the course, after the students have gained

abundant

work

illustrative material

of the class

and experience in the previous

and in the practice

raphy in the school curriculum

in reaching the ends of education of study

The

worked out on

school.

The

place of geog-

and the part it plays defined. A graded course

justified is

this basis.

school possesses special advantages for geographic study.

Salem has

diversified land

forms which determine varied indus-

o o

O w o w W

and near-by rivers show well their influence over human activities. A geography garden is developed in the spring by the normal and practice school pupils. The department has one of the best geography museums in the trial activities.

excellent harbor

State.

Nature Study

Warren

Miss

The aim

in this course

to give the student the training

needed to teach nature study and related subjects in the elementary schools.

From

study of biological and physical science in the

the

junior year

many important made

practical use can be

facts have been learned of

which

in adapting the work.

In developing a course for the six lower grades, the student should understand the child's point of view and should keep clearly in

mind

an increasing

the aim of the work,

that he

to encourage

spirit of inquiry, a closer observation,

familiarity with the habits desire to

viz.,

know how

and uses

to care for

of plants

a greater

and animals,

them, and an appreciation of the

interrelation of all nature.

In the

fall the

lower grade work begins with the care and

study of some animal pet.

Talks on primitive man, his shelter, food and clothing, and

upon the world about him, lead to an understanding of the means man is using to comprehend and subdue nature's forces that he may utilize them for the good of man-

his dependence

kind.

The recognition afford a

of trees

and

lessons on their use

and care

background for discussions on forestry in the higher

grades.

The

school garden not only furnishes material for the study

of plant

and animal

life,

but

is also

considered from the aesthetic

and economic standpoint. In the spring a study of soils, of the conditions necessary for germination, and experiments with seeds planted in shallow boxes

filled

with various kinds of

soil, is

followed with practice

28 in thinning, transplanting, weeding, and by the care of growing plants.

Correlation with drawing and arithmetic it is

made whenever

practicable.

Those students who are

specialize for

should be able to train the child so that he

upper grade work

may have

a broader

knowledge of the subject-matter, a growing appreciation of eco-. nomic questions and of the inviolability of nature^s laws, greater independence in observation and inference and clearer conceptions of exact statements.

The

application of the principles of

physical science, which are too difficult to be understood in the

lower grades, should occupy an important place.

The School Gardens Miss Warren Mr. Rand

â&#x20AC;&#x201D;

Three gardens are conducted by the school; one of them,

which occupies a part of the school grounds, is worked on the individual basis. This offers to each student an opportunity not only to plant a small plot of her own and care for it, but also to supervise the

Thus they learn concerning plant

work

make

life,

schools where they

and

may

of children

from the practice

school.

practical the ideas they have gained will be able to establish gardens in

teach.

Another garden, comprising half an acre, located on "West Avenue, a short distance from the school, is worked on the community basis, and is planted entirely to vegetables, which are sold to families living in the vicinity of the school

markets. of

When when

This garden

harvested the garden

and to the

planted, cared for and the products

by boys of the seventh and eighth grades. is

planted the boys are in the seventh grade;

the products are gathered

and sold they

are in the eighth

The boys are given a share in the profits, apportioned among them according to efforts they have made in working the garden. The third garden is conducted by the students in con-

grade.

nection with their course in geography, and

and

devoted to grains

grasses.

The work

of the individual

garden

under the supervision

29 of Miss

Warren and the

munity garden ical

garden

teachers of the practice school, the com-

supervised by Mr. Rand, while the geograph-

conducted by the students under the direction of

Mr. Cushing. The work in the garden is a means toward an end. The teachers have an opportunity to make nature study practical, and to encourage the children to have gardens of their own, in order that they

may

have interests at home.

They promote

and helpfulness among the children, loythe school in making the whole garden attractive, and

spirit of co-operation

alty to

generosity in contributing a portion of their produce to hospitals.

The garden furnishes material

for

work in the schoolroom.

In arithmetic, there are practical problems of expenditure of

money

and labor and of income from products raised, and measurements to be made in planning and laying out the garden. In language, subjects for composition and disfor material

cussion are presented in the preparation for the outdoor work,

and

as a result of experience gained in the garden.

training, there are problems to to

support vines, cold frames,

work

out, such as

etc.

Knowledge

In manual tools, frames of

moisture,

and animals, food products, forms a There are plans of the garden to be drawn, vegetables in different stages and flowers for the study of form and color, flowers to be arranged artistically in vases, effective arrangement of flowers in the garden to be considered. By thus grouping much of the indoor work in the spring about the garden, the teacher makes the garden a natural center from which other lines of work radiate.

soils,

relation of plants

basis for practical geography.

Physiology and Hygiene Miss "Warren

The purpose

of the study of physiology

and hygiene

two-

forming right habits of living and to furnish accurate knowledge of principles and facts to be taught fold

to aid the student in

to children.

Emphasis

placed upon the knowledge of the danger to the

from adenoid growths, enlarged tonsils, neglected colds, decaying teeth, defective eyesight, bad ventilation, the use of public drinking cups and towels, malnutrition and nervous child arising

strain.

Students who are fitting themselves to work in the six lower grades of the public schools should prepare teaching exercises

adapted to those grades on the needs of daily

life; as

eating,

drinking, breathing, sleeping, playing, working, resting, bathing

and clothing. Personal hygiene, school and home sanitation, and emergency lessons receive due consideration. Those students who are to instruct the pupils of the upper grades should understand the fundamental importance of vital functions and the harmony between structure and function. Work with the compound microscope and discussions of the relation of the cells to the various physiological processes result in

body as a physical organism. Knowledge of the nutritive, economic and physiological value of foods, of the action and effect of condiments, stimulants and narcotics, clearer ideas of the

important.

The

characteristics of bacteria, their presence in

milk, food and water, and their relation to disease, are considered.

Special stress

laid

upon personal hygiene and public

sanitation.

Physical Training Miss

The aim

Warren

in this course

â&#x20AC;&#x201D; Miss Eogers

is to

improve the physical condition

them to teach exercises which may be used in elementary schools. The necessity of a sense of rhythm, grace of movement, and self-control is also emphasized. of the students

and

to prepare

Secondary aims are to develop enthusiasm for physical training

and a realization of the benefits of systematic exercise, to stimulate an interest in games, and to show how they may be used to give mental and moral training as well as recreation. The gymnastic work is based on the Ling system and is supplemented by rhythmical exercises, folk dances, and games. The shower baths recently installed add very much to the value and enjoyment of the work. The students are encouraged to take Good opportunities are as much outdoor exercise as is possible. provided for games of tennis and volley ball and for skating.

The

school physician examines each student at the beginning

and whenever it is deemed necessary thereafter. Measurements and strength tests are taken at the beginning and

of the course

close of each school year.

Association in the

gymnasium promotes

a social spirit

and

tends to give a healthy impetus to the fulfilling of the require-

ments in other departments of study. It cannot be too strongly emphasized that exercise is a necessary factor in producing a healthy body, which is a prime requisite for success and efficiency in every department of life.

Drawing and the Mr. Whitney

The

course in drawing

It is not treated

possible.

stantly used as a

The work

means

in drawing

Representation.

—

Practical Arts

Miss Eastman

made as

as broad

and far-reaching

an isolated study, but

con-

of expression in all lines of school work.

may

— This

be subdivided as follows

such work

—

natural

topic

covers

drawing, object drawing in

all its

phases, freehand paper cutting,

modeling and

sketching,

illustrative

and involves the use

pen and ink, crayon, chalk, water

pencil,

mediums

colors,

etc.,

as the

of expression.

— Composition

is a term used in its broad sense, and bears upon original arrangements, design, and picture study. It also includes the theory of color and the application of color harmonies. Here again a choice of the most appropriate medium must be considered. Construction. The work in construction comprises both the above-mentioned subjects and their application" in the making of

Composition.

—

Objects for various purposes are discussed, their fitness

things. is

considered, freehand sketches are made, as well as the neces-

sary mechanical drawings, compositions in line, area and color are planned,

and the

results of these problems are the finished

products.

The

practical arts include the study of representation,

position

and construction, comprising,

com-

as the topic does, cooking,

wood work, projects. Such

sewing, weaving, metal work,

leather work, printing,

book binding and other

projects involve

many

must know something of the material and manufacture; he must understand

other studies, for the pupil

using, its source

something of the type of wood, metal, leather, fabric, reed, raffia, cardboard; and of the tools and appliances necessary in the handling of such materials. It

the constant effort of the department to

helpful in meeting the problems of school

ment the work

of the other departments.

make

itself

and to compleEach year there is

life,

given a course of lessons in free blackboard sketching, which a very important accomplishment for the grade teacher.

work awakens interest, holds the attention, and desire on the part of the child to express himself free and spontaneous manner.

Such

cultivates

in the

same

Occasional lectures are given upon important subjects influ-

encing the practical arts in the public schools, and upon more general topics in

These lectures have a decided influence

art.

upon the pupils, and create an interest in many lines of art study and industrial training. To these is added a short course on the history of art, dealing with the various schools of architecture,

sculpture and painting from Egypt to the Eenaissance. possible, visits to the

Museum

of Fine Arts are

made

When

for study

and review.

Each student visor

and

required to observe the work of the super-

of the teachers in the grades of the practice school,

on these observations, and to give Outlines lessons in this work under supervision and criticism. of work for the grades in the practice school are arranged from

to present illustrated reports

month

month, and the normal school pupils observe their apStudents who complete plication in the work with children. the course should be able to plan and arrange adequate outlines of

work for use in

their

own

the outline of a supervisor.

teaching, or to follow intelligently

They should be

able to use and

teach this work intelligently, knowing, as they should, that It gives

command

of the one universal language.

It cultivates accuracy of observation. It develops appreciation of the beautiful.

It gives

power

to express beauty.

It develops skill of

hand and

It encourages originality.

eye.

â&#x20AC;&#x201D;

33 It promotes appreciation of excellence in

manufactured

ar-

ticles.

It increases the value of

It helps to establish It

our industrial products.

good habits of thought and action.

awakens an interest in the mind of the child when other

studies fail. It is indispensable in

many

It gives to

many

other studies.

a means of livelihood.

Music Mr. Archibald

The work

in this department

to teach such principles of

designed to enable students

music as will apply to instruction in

this subject in the several grades of the public schools.

Voice culture,

song interpretation, ear training and sight

reading, introducing the various problems of time

The

taught.

exemplification of these subjects

the model schools,

and practice in these

and tune, are

observed in

lines is afforded the

student under the guidance of the regular grade teachers.

One period weekly is given to general exercises in music, when the following subjects are considered (a) The principles of conducting, as applied to chorus sing:

â&#x20AC;&#x201D;

ing and general school work; also practice in the same. (b) Musical appreciation through listening to good music performed by the students and by professional artists, and also through the use of a piano player and a Victor talking machine. (c)

Chorus singing in preparation for the graduation exer-

cises.

and Victor records is at the the students, and much laboratory work in music is

good library of pianola

disposal of

rolls

accomplished.

by competition, rehearses weekly, sings at various entertainments of the school, and gives an annual glee club, selected

concert.

orchestra of stringed instruments

also

one of

the musical activities of the school.

Tickets for the concerts of the Boston

Boston Opera Company

and for the upon application.

Symphony Orchestra

are obtained for students

Penmanship Mr. Doner

Penmanship is taught during both the junior and the senior years. One period each week is devoted to practice "under the personal direction of the supervisor, for the purpose of devel-

oping a plain, practical style of writing.

minutes a day, and to submit their

to practice at least fifteen

practice

work

Students are required

supervisor for inspection, criticism and

to the

gradation.

In the junior year the object

work is to lay a thorough foundation in position, penholding and movement: also to drill in word, figure, sentence and paragraph writing. In the senior year the object of the work is to improve the general quality of the writing and develop speed, so that the students will be able to write

of the

automatically a smooth, plain, practical hand.

Students will be able to write well to apply the is

movement

they conscientiously try

in all their written work.

essentially a co-ordinated

movement,

through patient .and persistent practice.

Since writing

has to be developed

The

seniors are also

given blackboard practice, practice in counting, and in teaching

own

The

ample opportunity to observe the teaching done by the supervisor and the regular teachers in the practice school. During the senior year

lessons before their

classes.

seniors have

the supervisor outlines a scheme for each grade, so that the

students will have a knowledge of the theory of teaching the subject of

penmanship in

all

the grades in the public school.

teacher cannot teach what she does not know.

the purpose in this department

Therefore,

to give the students a practical

working knowledge of the subject of penmanship, so that they will be able to write well themselves and in turn teach others to write well.

Theory and practice go hand in hand, but the

students are given so

becomes a

reality.

much

of the practical side that the theory

COflHERCIAL DEPARTMENT Entrance Requirements

The requirements

for admission to the prescribed course of

who apply

three years are the same as for students

for admission

to the elementary course, except that, in special cases, candidates

will be allowed to offer substitutes

from the following

list

for

some of the subjects enumerated on page 10 bookkeeping, shorthand and typewriting, commercial arithmetic, commercial law, commercial geography. The topics included under these subjects are as follows :

B o oleic eeping. — Ability

—

open and close a set of books by single or double entry, to change from single to double entry, to explain and illustrate the use of the different books. (b and c) Shorthand and Typewriting. Mastery of the (a)

—

principles of Pitmanic shorthand

and

their application,

and of

the word-signs and contractions of the particular system studied.

Transcription on the tj^pewriter of dictated material, to test accuracy in reading shorthand notes.

Much

importance

at-

tached to correct spelling, capitalizing and paragraphing, and to skill in arranging typewritten material

on a page.

similar examination in Gregg shorthand will be given for

those

who wish

to offer this instead of a

(d) Commercial

Pitmanic system.

Arithmetic. — Computations

tending and footing

bills;

relating to ex-

percentage, including interest, dis-

count, partial payments, commission and brokerage; partnership

settlements; etc. (e)

Commercial Law.

— Knowledge

of such phases of

law as

contracts, negotiable paper, agency bailments, partnership, cor-

draw up approved legal forms such as powers-of-attorneys, checks, and notes. A knowledge of principles that (/) Commercial Geography. control the production, distribution and consumption of commodities, gained from a study of the local environment and a porations and insurance.

Ability to

—

standard text, will

fit

the candidate for this examination.

The Course

Study

Junior Year Hours per Week.

English,

Shorthand, Typewriting,

General history,

Physiography,

.......... ......... .......... ........

4 2 2

Commercial arithmetic,

Elementary bookkeeping, Penmanship,

Physiology,

Gymnastics,

Music,

Middle Year English,

Penmanship,

.......... ....... ....... ........ ..........

2 1

Commercial correspondence,

Shorthand,

Typewriting,

American history and Industrial physics,

civics,

3 3

ÂŁ

Industrial chemistry,

Commercial geography, Bookkeeping,

Psychology,

Gymnastics,

Music,

Senior Year Literature,

Shorthand,

Typewriting,

History of commerce,

Commercial law, .

half year each,

Economics, Industrial geography,

Penmanship,

37 Hours per Week.

Advanced bookkeeping,

Pedagogy,

(Observation and practice teaching, 9 weeks.)

Gymnastics,

Music,

condensed course of one or two years will be offered to

graduates of colleges, normal schools and private commercial

and to teachers of experience. Appropriate certificates be awarded to special students who complete approved

schools, will

courses of study.

English Miss Learoyd

The

course

planned for two years.

intended to give

the students a thorough knowledge of the language as far as it

may

ject

be obtained by consulting reference books on the sub-

and by reading

literature,

in expression in speech

and

to offer systematic training

and writing.

to ascertain the needs of the individual,

of accuracy

and

of systematic

spelling, definition, dictation, letter writing,

first,

and

the aim will be

to establish habits

methods of work. Exercises in taking notes from dictation and

including the phraseology of business English,

will receive attention in proportion to the needs of the class.

detailed study of words, the sentence, the paragraph

and the

whole composition will form the basis of most of the work of this year.

Frequent opportunity will be afforded to students

to write short daily

talks efficiently

and

themes and occasional long themes, to plan to gain ease in speaking before the class.

During the second year an

students to an interest in the best

The reading and

made to works of modern

effort will be

arouse the literature.

discussion will be concerned chiefly with sub-

jects involving description

and explanation.

Exercises for culti-

vating accuracy and fluency will be continued.

Themes

will

include the results of extended study on some topic connected

with trade and industry; review and criticism of commercial text-books.

their

There will be an opportunity for the students

power of presenting subjects

clearly to the class

to test

and of

work

directing the careful It is

and just

of the class room,

and

to acquire skill in

criticism.

hoped that the

result of the

work

of the

two years will

be to give confidence and power in clear and easy expression

both in speech and writing.

Commercial Correspondence Miss Learoyd

One hour

week for a year

devoted to the study of

forms of business correspondence and to practice in the writing of business letters.

desirable to establish high aims in the

form of the business letter, and clearness and ease in expression, and at the same time to make the subject practical. On the professional side the importance of the study to high school

and methods and text-books are discussed. Some of the clerical work of the school furnishes additional

classes is considered

drill.

Literature Miss Peet

The course of literature

in English literature aims to give an appreciation

and

to develop, as far as a single course can

the breadth of view essential for every teacher. sists of a brief

and of

tyrical

The

hope

to,

course con-

study of the novel and the short story, the essay,

and narrative poetry. Commercial Literature Mr. Cushing

It is believed that

many

of the cultural

aims of the work in

general literature can be attained by the intensive study of the best of the rapidly

growing current literature that deals with

commercial and industrial conditions and

activities.

the

same time the student becomes acquainted with the problems, the ideals, and the meaning of the wide field of commerce, that he may become a more intelligent high school teacher of commercial subjects. This course is planned to meet both the cultural

and the vocational need.

History Miss Deane

The

chief

aim

of the courses in history

of present economic

and

the comprehension

political conditions as revealed

the study of their development.

this

end the work

through

arranged

in three courses, for successive years, including general history,

American history and civics, and the history of commerce. Thus, the background is furnished, by the preliminary survey of general history, for the more intensive study of the principles of industrial evolution treated in the fields of American history and the history of commerce. The courses aim to acquaint students with the best available sources, and to develop their power in

handling material independently.

Provision

made

for close

connection between this department and the related subjects of industrial geography

and economics. Geography Mr. Cushing

During the

first

year the work in physiography aims to con-

struct a broad basis for understanding commercial geography.

The nature of climate and land forms and their influences on man are made the principal objects of study. Some regional geography

taught.

Economic geography is taught the second year. It is regarded as the meeting ground of geography and economics. The course is based upon the work in geography of the preceding year, in which is emphasized, more particularly, the study of those forces in nature which are working on man and so influencing his activities. An equal emphasis is now placed upon man's reaction to his environment, and those principles of economics are derived which help to explain the production, exchange, distribution and consumption of goods. The laboratories of this course are

yard and

local industrial

cars, local

Abundant concrete

establishments, the freight house,

docks and freighters. illustrative material is exhibited in the in-

and commercial museum, which is one of the new feaIn it are shown the raw materials tures of the department. dustrial

Many

of commerce.

business houses have contributed to this,

so that the various stages of production to the finished products

of commerce, in

many

Pictures and stereoUnited States consular reports, census, statistical and other government reports, newspapers, market quotations, magazines and the modern texts, such as Eedway's and Chisholm's, are used as sources of facts, from which principles are derived and illustrated. lines, are exhibited.

scopic views help to clarify the subject.

advanced course, entitled industrial geography,

offered

founded on observational work with the tanning and shoe industry of Salem and Peabody, and leads to the study of the history and organization of industries as

for the third year.

influenced

This

by geographic conditions.

concludes

intensive study of the resources, industries, markets

with an

and trans-

portation in the United States, and the industrial personality of nations.

Industrial Science .

Mr.

Whitman

This course includes the more important principles of physics

and chemistry, and aims of the

common

which are

tions

make

scientific terms,

likely to be

the student familiar with

chemical materials and opera-

met in commercial work.

consists chiefly of class-room talks, demonstrations,

sions about the applications of physics

mercial and industrial operations.

work

will be given.

many

The course and

discus-

and chemistry in com-

Some

individual laboratory

There will be opportunity to study applied

physics and chemistry in their relation to local industries.

number

of industrial plants will be visited

by the

class.

Pedagogy Mr. Pitman

Pedagogy

mercial department.

In addition

the regular elementary course

many

all

students in the com-

to the

essential features of

a prescribed subject for

includes a consideration

and particular the pedagogical aspects of commercial

of the problems of the secondary school,

attention

education.

given to

(See description of course in Pedagogy,

p. 25.)

Teachers now in the service and other prospective students

who have not pursued a

course in psychology and

who

are in-

tending to take a special course in this department should make a thorough study of James's Briefer Course in Psychology, Hal-

Psychology and Psychic Culture, or some other book of

leck's

equal scope.

The History

Commerce

Mr. Meredith

This course

designed to add to the general information of

the student by giving a knowledge of the

and by showing probable

future

its

commerce

of the past

relation to the development of present

and

conditions.

The laboratory method

teaching

subject

this

used.

Students are required to obtain their information from various

and recently published

sources, such as magazines, newspapers

works.

In pursuing this course emphasis is placed upon the history and development of local industries, and students are required to

make

visits to business

various kinds.

houses and manufacturing plants of

Each student

obliged to

make an independent

written stud}' of some one of these local industries.

Economics Mr. Meredith

Economic phenomena are at present much more definite and numerous than in the early times, when communities were equipped for war rather than for industry. The aim of this course

to provide the student with a

thorough knowledge of

the intricacies of the social system by which he

environed, and

the best methods of interesting younger pupils in the practical

problems of modern community is

life.

The

by a study of the application of economic printo current civic problems and legislation concerning them.

also increased

ciples

this connection students are required to

study of some phase of social economics. is

value, of this course

make an

intensive

Opportunity for this

afforded through the co-operation of the Associated Charities

of Salem.

At the end

of their research in the

of the course students present the result

form

of a comprehensive thesis.

extensive outside reading course

By means

part of this work.

being conducted as a

of a card designed for the pur-

pose an accurate account of each student's reading file,

kept on

together with her criticism of the work read.

suitable library, containing works relating to the subject

of economics,

at the disposal of the students.

Commercial Law Mr. Meredith

The whole scheme

of commercial activity is regulated

controlled by the laws of business, and the character

knowledge of the

in-

The aim

tegrity of business conduct are defined by these laws. of this course is to give the student a

and

essentials

and to develop the best methods for imparting this knowledge to others. The work of the text-book is supplemented by real or hypothetical "cases," in which the law principles learned are applied. of commercial law,

library of commercial law text-books

at the disposal of

the students.

Bookkeeping Mr. Meredith Bookkeeping

the most important and usually the most at-

commercial group. It is the the other subjects of this group are most

tractive study of the distinctively

subject with which all closely correlated.

The aim

of the course is to give the student

a thorough understanding of the principles of bookkeeping as well as of the various approved methods for teaching the same.

and individual methods of instruction are used. Business practice is also carried on as a part of the work of this Both

class

course as well as a comprehensive study of the various business

papers and forms.

The advanced

course in bookkeeping consists of the study of the

theory of accounts and the fundamental principles of accountIt also includes a detailed study of the various

ing.

modern

text-books in bookkeeping and a comparison of the methods used in each.

and

The methods

of keeping the books of a

some

local industry are studied.

also those of

advanced business practice

set is carried

modern bank

on by this de-

43 partment in conjunction with the bookkeeping department

Students are made familiar Salem Commercial School. with the most approved methods of riling business papers. Through an arrangement with business houses in Salem and the

Boston, opportunity

afforded students for actual

office

ex-

perience.

Commercial Arithmetic Mr.

Meredith

Arithmetic occupies an important place in the curriculum of a commercial department.

very closely correlated with

bookkeeping and helps to interpret other general commercial subjects,

such

finance.

The aim

commercial geography, of this

course

accurate knowledge of arithmetic in practice.

The theory and

modern methods

transportation

and

to give the student an

its

application to business

practice of teaching

according to

also part of the work.

Shorthand TOWNSEND

Miss

The study of the principles of Benn Pitman shorthand comprises the work of the first half of the course. Dictation practice begins very early, the aim being to obtain absolutely accurate work at a moderate rate of speed by the time the student completes the text. This work is followed by a few weeks' drill for a high rate of speed. The professional side of the subject is considered throughout the course, but

emphasized in the

senior year by the discussion of methods, the study of pedagogical

works on the subject of shorthand, by the examination and

and drill books, by observation in the Salem Commercial School, and by observation and practice teaching in the Salem High School and the Lynn English High

criticism of various text

School.

The Gregg system of shorthand may be continued by those students who have had a reasonable amount of instruction in it

elsewhere.

Typewriting

TOWNSEND

Miss

The

first

half of this course

devoted to acquiring proficiency

in the touch method, the professional side of the subject being

by showing pupils how to start beginners in the study of typewriting. Care is taken that students form correct habits of position, touch, fingering and manipulation of the machine. Particular attention is given to the aremphasized from the

first

rangement of material and

The

to rapid transcription.

course

includes practice in the use of the neostyle, the mimeograph, the letter press

and similar

office devices.

Material in the form of

correspondence, outlines, abstracts, programs,

etc.,

furnished by

the various departments of the school, affords a basis for the acquisition of experience

Methods

and

skill in this

kind of work.

of teaching typewriting are discussed,

text-books are examined, criticised and compared.

and various Observation

and practice teaching under supervision and criticism tute an important part of the work of the third year.

consti-

Penmanship Mr. Doner

The aims, methods and matter

of this course are stated

page 34, except that in the commercial department a course of instruction suitable for high instead of elementary school pupils is

presented during the senior year.

THE LIBRARY AND READING ROOM Miss Martin

The general library contains a collection of books now numbering more than 5,500, including valuable works in all departments. The American Library Association system of cataemployed, with a complete card index by authors and book titles. This is supplemented by a card system of referIn ences by topics, already containing several thousand cards. loguing

addition to the general library books, there

a collection of

o o «

o M H w Pk

45 about 5,800 reference and text books, also carefully catalogued, for use in connection with the various courses.

In the reading room are filed the leading periodicals, both of general nature and of specific value in pedagogical study.

brief course in library practice is given to the junior class

by the librarian.

LECTURES Since the issue of last year's catalogue the teachers and students have had the privilege of listening to the following lectures

and concerts

â&#x20AC;&#x201D;

Trip to the North Pole, The Social and Ethical Value of .

D. B. MacMillan, Cambridge.

Wilbur F. Gordy, Superintendent of Schools, Springfield.

History.

The Democracy of Education,

Dr. George D. Strayer, Teachers College.

Stories for Children,

Adelaide L. Thompson, Supervisor

of Kindergartens, Newton.

Alcohol and Mental Diseases,

II.

Mitchell,

M.D.,

Superin-

tendent of Danvers State Hospital.

Memorial Day address: Abra-

ham

Walter

Parker, Associate Su-

perintendent of Schools, Boston.

Lincoln.

The Alcohol Problem,

Martin,

M.D.,

Harvard

Medical School. Pageant,

Salem in the

Olden

Class of 1911.

Time.

Graduation

address

Profes-

sional Teaching versus School

Dr. David Snedden, Commissioner of Education, Massachusetts.

Keeping.

The Rev. George L. Parker, former pastor British- American

Tolstoi,

Congregational

Church,

St.

Petersburg.

The Big Trees of California, The Man and the Job,

Wales L. Palmer, Oakland, Cal. Arthur D. Dean, Chief of Division of

Vocational

Schools,

New

York.

Ten English Towns,

George Francis Dow, Essex Institute,

The Lure of the Presidency,

Salem.

Hon. George H. Martin.

46 The Alcohol Problem,

Herman

The Alcohol Problem,

Alice L. Higgins, General Secre-

M.D.,

Adler,

Danvers

State Hospital.

tary, Associated Charities, Boston.

Edward F. Mc Sweeney,

Immigration,

Commissioner Special Instruction for Exceptional Children.

Immigration,

New York City. Andrew W. Edson,

Associate SuSchools,

New

Charles A. Prosser, Deputy

Com-

perintendent

York Industrial Education,

former

City.

missioner of Education, Massachusetts.

The Objective Method of

teach-

ing Business Forms.

Frank E. Lakey, English High School, Boston.

Harold Cook, Assistant State For-

Forestry,

ester of Massachusetts.

Child Labor,

Mary

Wiggin, Secretary of the

Consumers' League, Boston.

The Teaching of Shorthand, Methods of teaching Penman-

Charles P. Zaner, Editor of the

Business Educator, Columbus, 0.

ship.

Bread and Butter Education,

English

Jerome B. Howard, Cincinnati.

for

the

Commercial

Course.

Some Connotations

of teaching

English for Business.

Walter A. Hawkins, Superintendent of the Jordan & Marsh

Company, Boston. Henry W. Holmes, Instructor in Education, Harvard University. William Morse Cole, Assistant Professor of Accounting, Har-

Violin recital,

vard University. William L. Daley.

Violiu recital,

Ridley Trio.

Violin and piano recital,

Indian songs and dances,

Two

piano

recitals,

The Misses Durell, Mr. Bishop. Bee Mayes. Charles P. Anthony. Liebhabe

Recital,

sisted

stringed

orchestra

as-

by Miss Starbird, con-

tralto.

Chamber

concert,

Arensky Trio

(violin, cello, piano).

Recital of children's songs,

Victoria Sordoni Gilbert.

Concert,

Glee club of 1910-1911.

....

THE MANAGEHENT OF THE SCHOOL Students in a school for the professional training of teachers should be self-governing in the full sense of the term. student

allowed and

Each

encouraged to exercise the largest

degree of personal liberty consistent with the rights of others.

The

teachers

aim

to be friends

ernors and masters.

and reproof,

They

and

leaders, rather than gov-

will not withhold advice,

admonition

needed; but their work in such lines will be

done with individuals, and in the most helpful and generous

and patient trial, are found unworthy of such consideration, are presumed to be unfit or unlikely to become successful teachers, and will be removed from the school. Others, also, who, by no fault of their own, but by the misfortune of conspicuous inaptitude, through physical or mental deficiencies, are unfit for the work of teaching, will be advised to withdraw, and will not be graduated. Those students who, after

spirit.

Many

full

matters pertaining to the general welfare of the school

This

are referred for consideration to the school council.

and two other of the faculty, and one member chosen by each divithe senior and junior classes. Thus the students, through

representative body, consisting of the principal

members sion of

their representatives, have a voice in the school,

and

also

management

of the

assume their share of the responsibility for

its

success.

Expenses, Aid, Board, Tuition

etc.

free to all residents of Massachusetts .

who

declare

Commonwealth. Students admitted from other States are required to pay a tuition fee of fifty dollars per year, of which sum one-half is due September 5 and the other half February 1. Text-books and sup-

their intention to teach in the schools of this

plies are free, as in the public schools.

Articles used in school

work which students may desire to own will be furnished at cost. Students who come to Salem to board are advised to bring with them such text-books of recent date as they may own.

assist those students, residents of

it difficult to

Massachusetts,

who

find

meet the expenses of the course, pecuniary aid

furnished by the State to a limited extent.

Applications for

48 this aid

must be made in writing,

to the principal,

and must be

accompanied by such evidence as shall satisfy him that the applicant needs assistance. This aid, however, is not furnished to residents of Salem, nor during the first half-year of attendance at the school.

Through the generosity

members

of the faculty

and grad-

uates of the school, several funds have been established, all of

which, by vote of the Salem

Normal School

Association, are

administered by the principal as loan funds. thus borrow reasonable sums of

Students

money with which

may

meet their expenses during their connection with the school, and payment may be made at their convenience, after they have secured posito

tions as teachers.

Besides the Students' Benefit

Fund

are other funds, founded

by graduates of the school as memorials to Dr. Eichard G. Edwards, principal from 1854 to 1857; to Prof. Alpheus Crosby, principal from 1857 to 1865; to Dr. Daniel B. Hagar, principal

from 1865 from 1895 able

to to

1895

;

and

1905.

about $2,000.

to Dr.

Walter P. Beckwith, principal

The total amount of money now availThe principal will gladly receive and

any of the above funds such contributions as gradFreuates and friends of the school may be disposed to make. quently a little timely financial aid from this source may save

credit to

to the profession

The expense

efficient teacher.

of board

moderate; two students rooming

to-

gether can usually find accommodations within easy distance of the school, including light

from $4.50

each, per week.

be obtained

heat, at prices ranging list

of places

upward

where board may

kept at the school, and reasonable aid will be

who

given to students visable to

and

make

are seeking boarding places.

inquiries

It is ad-

some time before the beginning of

the school year.

lunch counter

maintained in the building, from which

served at noon each school day a good variety of wholesome and attractive food, at very reasonable prices.

Attendance and Conduct 1.

Students living at home, on finding themselves likely to be

absent

more than one day, are desired

make known

the fact

in writing. 2.

Students who are withdrawing from school must return

the books and other property of the school, and receive regular dismission. at a later

Those who fail to do so promptly must not expect date any recommendation or endorsement from the

teachers of the school. 3.

Absences for the purpose of teaching or of acting as sub-

stitutes for

more than one day must be arranged in advance.

In general, absence for

this

purpose during the

first

year of a

student's course will not be regarded with favor. 4.

Students must be present at the opening of school after

any recess or vacation, and must remain until all are excused. 5. Students boarding in Salem must not make arrangements involving absence from any school exercise without previously

obtaining permission. 6.

Students boarding in this vicinity, away from their parents,

whether over or under legal age, must keep the principal in-

formed of their addresses. All boarding places are subject to the judgment of the principal. As the school has no dormitory, those who receive its students into their homes must, of necessity, assume responsibility for the conduct of the young women thus placed in their charge in the same measure as would be required of teachers in charge of a dormitory.

They

are therefore requested to report to the

principal any impropriety of conduct on the part of students

which ought to be known by him, or any behavior of theirs which would be considered unsuitable in a well-regulated dormitory.

Employment The

increase in the

for Graduates

number

of normal school graduates em-

ployed in Massachusetts as teachers has been, especially during the past twenty years, very

much

greater proportionately than the

number of teachers, but even at the present time they constitute but about sixty per cent, of all the teachers increase in the whole

50 the

State,

and

the

demand

the supply; especially for the higher a

marked

annually

months

pleasure in assisting qualified to

graduation.

after

them

fill.

its

students,

it is

any department are rarely without

fact that graduates of

three

there

Although the school

scarcity of strong candidates.

does not undertake to guarantee positions to

tions

than

greater

grammar grades

The

principal

posi-

takes

to obtain such positions as they are

that end he

confer with school authorities.

glad to correspond or to also wishes to be kept in-

formed concerning the degree of success in teaching of former students.

Scholarships for Graduates

There are offered at Harvard University four scholarships, each of an annual value of one hundred fifty dollars, for the

Harvard College who are graduates

benefit of students in

any reputable normal school in the United States. Notices to School Officials

All interested persons, especially those connected in any

with educational work, are cordially invited to to inspect the building cises

its

class

and equipment, or

way

visit the school,

to attend the exer-

rooms or practice schools

any time and

without ceremony.

During the summer vacation, some person qualified to give its work and the conditions

information regarding the school,

of admission will be at the building each forenoon, except Satur-

day.

Requests for catalogues are always promptly honored.

Superintendents and other school

officials

are

requested to

send to the school copies of their reports, courses of study and ether publications of

common

interest.

The courtesy

will be

appreciated and reciprocated.

Every person claiming to be a graduate of this school should be able to show either a diploma or a certificate of the fact of graduation. Since January 1, 1900, all students who have left the school by reason of graduation, or otherwise in good standing, possess a diploma, a certificate showing the completion of a year's work, or a certificate of honorable dismissal.

named paper

The

last-

not to be understood as a recommendation of

proficiency in scholarship or teaching ability.

GENERAL INFORHATION Historical

The

State

September

Normal School

12,

Sketch

Salem was opened to students 1854. It was the fourth normal school established at

Its first building stood at the

by the State of Massachusetts. corner of Broad and

Summer

streets.

This was enlarged and

improved in I860, and again in 1871. After twenty-five years the accommodations proved inadequate to meet the increased

demands made upon modern normal schools, and an appropriation was made by the Legislature for a new building, which was The site, buildfirst occupied by the school December 2, 1896. ing and equipment represent an expenditure of $300,000; and it is believed that the Commonwealth here possesses a structure as complete and convenient as any of its kind in this country.

The School Building

The building

located in the southern part of the city,

section devoted chiefly to residential purposes,

â&#x20AC;&#x201D;

in a

â&#x20AC;&#x201D;

command-

ing position at the junction of the electric car lines from

Lynn

and Marblehead. In the basement are the gymnasium, with its adjoining dressing room and shower baths, the industrial laboratory and the lunch room. The first floor is occupied by the practice school. The rooms are all large and well lighted, and, including the kindergarten, they accommodate 400 pupils. On the second floor is the assembly hall of the normal school. It is about 60 by 85 feet in size, and can accommodate 300 students. The remainder of this floor contains the principal's offices, the reception room, the library, and various recitation and work rooms. On the third floor are the science laboratories, the studios and the lecture room.

Decorations

no building or schoolroom is which lacks beautiful and artistic dec-

It is generally conceded that

finished or furnished

orations, not only because these objects are beautiful in selves, is

but because of their refining and educative value.

a silent

them-

There influence resulting from the companionship of good

pictures

elevating

casts,

the

thought,

and

creating

common, ugly and inferior type of decoration so often seen. The school has many pictures and casts, the gifts of the students, the faculty and other friends of the school, and all dislike for the

these have been selected with great care so that the

whole

and

artistic

judgment,

harmonious.

The Teachers and Students

The

school during

history has

its

had

five

principals and

The development of the practice schools began in 1897, and with them forty- three persons have been connected as teachers. Eighteen teachers are now required eighty -three assistant teachers.

normal school and fifteen in the practice schools. About six thousand students have attended the school.

in the

proportion of those

who complete

The

the course has been increasing

steadily in recent years.

The Location and

place in northeastern Massachusetts

ble

than Salem.

the

Attractions of Salem

Boston

It is

on the main

& Maine

Saugus branch

easily accessi-

line of the eastern division

Eailroad

Lynn.

system,

connecting

branch road to

with

Wakefield

Junction connects the city with the western division.

There

communication with Lowell, Lawrence, Haverhill, EockTrains are frequent and convenient. port and Marblehead. Salem is also the center of an extensive network of electric railways. Students coming daily to Salem on Boston & Maine

direct

trains can obtain season tickets at greatly reduced rates.

Trains

on the Marblehead branch stop at Loring Avenue, on

signal,

and many students find

more convenient

to purchase their

season tickets to that station.

Salem is the center of many interesting historical associations, and within easy reach are the scenes of more important and stirring events than can be found in any other equal area of our country. The scener}', both of seashore and country in the

53 neighborhood, ries,

There are many libraand curious and instructive various literary and antiquarian organ-

exceedingly attractive.

besides the free public library,

collections belonging to

which access may be obtained at a slight expense. The churches of the city Lectures are frequent and inexpensive. izations, to

represent

all

the religious denominations that are

New England.

common

1911=1912 Graduates, â&#x20AC;&#x201D;Class

XCVI.â&#x20AC;&#x201D; June

20, 1911

Elemextary Course Maiden.

Albert, Rose,

Barteau, Clara Irene,

Burnham, Mary

Alice,

Amesbury.

Essex.

Beadle, Helen Josephine,

Groveland.

Cotton, Edith Frances,

Maiden.

Ruth Augusta, Cronin, Sybil Louise Mary,

Beverly.

Cressy,

Cambridge.

Crosby, Mildred Parker,

Groveland.

Crowley, Madeline Usher,

Danvers.

Curley, Grace Francis,

Marblehead.

Danner, Bertha Hertgen, Decatur,

Rena

Althea,

Maiden.

West Peabody.

Dickinson, Helena Minnie,

Danvers.

Doyle, Alberta Ruth,

Reading.

Eames, Hilda Weston,

North Reading.

Edmands, Mary Fitz Gerald,

Luella,

Mary

Frances,

Saugus.

Cambridge.

Granfield, Susie Frances,

Reading.

Grant, Grace Marguerite,

Chelsea.

Griffin,

Mary

Elizabeth,

Peabody.

Harlin, Gertrude Alice,

Cambridge.

Harrigan, Frances Agnes,

Danvers.

Saugus.

Harris, Daisy,

Hickey. Hill,

Emma

May,

Mabel Louise,

Beverly.

Georgetown.

Hinkley, Fannie Crowell,

Beverly.

Howard. Ethelyn Adams, Hoyle. Lillian Mary,

Maiden.

Everett.

Hunter. Ethel Annas,

Maiden.

Israelite,

Anna

Bessie,

Chelsea.

Jenkins, Lena,

Ipswich.

Johnson. Helen Louise,

Lynn.

Kline, Elizabeth Margaret,

Cambridge.

55 Klippel, Laura Estelle,

Salem.

Lambert, Georgie Dorothy

Lynn.

Lang, Florence Ardell,

Bradford.

Macdonald, Josephine Elsie

Somerville.

Maddoek, Ruth Valerie, Magraw, Maria Pearl,

Amesbury. Lynn. Lynn.

McPhetres, Eva

Lucretia,

McSwiney, Mary Morrissey,

Mary

Cecilia,

North Andover. Lynn.

Jane,

Myers, Ruth Ethel, Nelson,

Maude

Chelsea.

Wellington,

Salem.

Norton, Marjorie,

Chelsea.

Parsons, Helen Gaffney,

Peachey, Florence Bailey,

Pigeon Cove. Lynn.

Perley, Charlotte,

B oxford.

Peterson, Marion Crosman,

Chelsea.

Phillips, Edith Elizabeth,

Lynn. Lynn.

Poor, Ethel Mirriam, Pratt,

Eva

Prescott,

Maiden.

Louise,

Dorothy Nutting,

Haverhill.

Quinn, Alice Irene,

Swampscott.

Ramhofer, Lena Louise,

Cambridge.

Reeve, Alice Louise,

Salem.

Reiman, Elsie May, Reynolds, Abbie Elizabeth, Riley, Marguerite Rose,

Newburyport. Lynn. Melrose.

Roche, Elizabeth Constance

Salem.

Laura Amelia, Shannon, Mabel Elizabeth,

Melrose.

Lynn.

Small, Esther Louise,

Gloucester.

Scott,

North Andover.

Smith, Lulu Belle,

Smith, Rose Catherine,

Somerville.

Solomon, Genorie Palmer,

Maiden.

Spofford, Celia

May,

Melrose Highlands.

Spofford, Lelia Frances,

Melrose Highlands.

Swanson, Gerda Florence,

Pigeon Cove.

Taylor, Sadie Mildred,

Everett.

Tucker, Mabel

Hammond,

Marblehead.

Walsh, Katharine Frances,

Somerville.

Whalen, Abbie Elizabeth, Wildes, Mildred Fern,

Amesbury. South Hamilton.

Commercial Course

Mary

Flaherty.

Hayward, Beth

Aloysie,

Salem.

Sylvia,

South Easton.

Millea, Alice Marie,

Danvers.

Pedersen, Dora Christina,

Somerville.

(

Pedersen, Jennie Marie, de Sloovere,

Mary

Somerville.

Constance,

Certificates for

Webster.

Oxe Year's Work

Elementary Course Eastman,

.... ....

Magna Dean,

French, Carrie Russell, Titcomb, Grace,

Framinghara. Brookfield.

Maiden.

Commercial Course Oliver,

Warren Walton,

Sullivan,

Wakefield.

Arthur Joseph,

Students

Salem.

the Elementary Course Senior Class

Beale, Helene Lambert,

West Medford.

Bogrette, Jane Frances,

Medford.

Bowler, Claire Ann,

Somerville.

Bowler, Ruth Isabel,

Somerville.

Burnham, Gladys Frances, Burns, Agnes Ellen Olive,

Newbury.

Cahoon, Margaret

Gloucester.

Cecilia,

Chamberlin, Alice Maude, Chapman, Myrtie Hoag, Chase, Lueinda Norma, Collins, Eva Hadley, Collins, James Samuel, Collins, Nora Marie, .

Conners, Charlotte Newton,

Connery,

Anna Laura,

Topsfield.

Somerville.

Marblehead. Seabrook, N. H.

Marblehead. Salem.

Beachmont. Lynn. Lynn.

Cook, Alice Marguerite,

Danvers.

Daley, Theresa Edna,

Maiden.

Doran, Phoeba Martha Hughes,

Reading.

57 Dugmore, Florence Mabel, Dwyer, Mary Imelda, Edmunds, Mary Louise,

Medford.

Salem.

Medford.

Lynn. Maiden.

Fairchild, Bertha Irene,

Farnham, Dorothy Woodbridge, Fegan, Mildred Ayers,

Beverly.

Lynn.

Fisher, Ethel Stockwell,

Furfey, Josephine Esther,

Cambridge.

Galvin, Bertha Katherine,

Lynn.

Geary,

Mary

Louise,

George, Ida May,

Maiden.

Giddings, Carrie Anna,

Beverly.

Gilmore, Joseph Michael, Graham, Mary Pauline,

Peabody. Lynn.

Halliday,

Mary

Lynn.

Mildred,

North Cambridge.

Herlihy, Catherine Mary,

Hickey, Ruth Elizabeth,

Wakefield.

Hobbs, Gwendolyn Day,

Danvers.

Hodgkins, Edith Jane,

Medford.

Hughes, Viola Myrtle,

Salem.

Hunt, Caroline Lois,

Somerville.

Ingham, Mabel Russell, Ilsley,

Somerville.

Sarah Elizabeth,

James, Vivian Zella, Johnson,

Anna

Salem.

Somerville.

Nathalie,

Johnson, Pernal Sophronia,

Nahant.

Keene, Leone Millicent, Kenneally,

Newbury.

Anne

Elizabeth,

Kenny, Mary Agnes, Killen, Mildred Anna, Killion, Anna Mary,

Maiden.

Salem.

Maiden.

Lynn. Maiden.

Knight, Caroline Marion,

Middleton.

Leonard, Alice Virginia,

Amesbury.

Levy, Frances Agnes,

Chelsea.

MacAdams, Mary Terese Hilda, MacCarthy, Ruth, Mackin, Gertrude Elizabeth, Maguire, Mary Anne, Mahoney, Katherine Agnes, Manning, Mary Helena, McCarthy, Alice Louise,

Lynn.

Maiden.

Cambridge.

North Cambridge Cambridge. Lynn.

58 MeCauley, Alice Katherine, McDonald, Helen Gertrude, McLaughlin, Lucelia Agnes,

Dimond,

Merrill, Lillian

Merrow, Helen, Millea, Grace D'Arcy,

Mary

Ellen,

Danvers.

Somerville.

Salem.

Murphy, Madeline Bernardine,

Maude

Everett.

Salem.

Mullin, Frances Marie,

Nichols,

Methuen. East Lynn.

Miller,

Salem.

Ethel,

Everett.

Maiden.

Norcross, Alice Almira,

Melrose.

O'Neil, Grace Ruth,

Somerville.

Orne, Madeline,

Marblehead.

Mary

Patch,

Wenham.

Louise,

Pitman, Ernest Clayton,

Danvers.

Sargent, Helen Marion,

Groveland.

Scully, Katherine Veronica,

Chelsea.

Seaton, Mildred,

Gloucester.

Sharkey, Annie Gertrude,

Medford.

Simonds, Margaret Story,

Beverly.

Amy

Stetson, Estelle Frances,

North Andover. Medford.

Stetson, Elizabeth Jewett,

Georgetown.

Smith,

Amy

Striley,

Francena,

Danvers.

Marguerite,

Lynn.

Sumner, Grace Rea, Thornton, Helen Ellis, Thompkins, Emeline Frances,

Danvers.

Tweeddale, Ruth Barbour,

Lynn.

Tynes, Lillian May,

North Cambridge.

Watkins, Winifred Belle,

Wakefield.

Willey, Mildred Anna,

Saugus.

Students in Second Year of Three-yeaes Course Curry, Catherine Teresa,

Davis

Claire Veronica,

Mary

....

Lynn. Salem.

Katherine,

Beverly.

DeLory, Evelyn Whitney,

Beverly.

Deering,

Maude

Holt,

Danvers.

Dodd, Sadie Frances,

Beverly.

Denton,

Flagg, Pauline,

Griffiths, Alice Elizabeth,

Swampscott. Somerville.

59 Hill,

Lynn.

Hortense Frances,

Hilliard, Mildred Jewell,

East Kingston, N. H.

Hodsdon, Helene Charles,

Fryeburg, Me.

Mulally,

Anna

Danvers.

Clementine,

Beverly.

Murray, Henrietta, Perry, Emma Andrews, Strout, Margaret Dodge, Surette,

Mary Jane

Somerville.

Swampscott.

Wilmington.

Victoria,

Special Students, One-year Course Carr, Cate,

Anna Belle, Mary Ropes,

Salem. Salem.

A.B.,

Chapman, Gertrude,

Maiden.

Golden, Annie,

Somerville.

Maddock, Ruth Valerie, Remick, Mabelle Dorothy,

Amesbury. Medford. Essex Centre, Vt.

Rice,

Meda

Elizabeth,

Solomon, Genorie Palmer,

Maiden.

Tolman, Grace Mary,

Brookline.

Junior Class Allen, Amelia Southworth,

Lynn.

Anderson, Edith Mathilda,

Salem.

Appleton, Florence Alice,

Beverly.

Bassett, Clara Louise,

Marblehead.

Blanchard, Mina Anna,

Amesbury.

Bloomer, Fannie Reynolds,

West

Boyle, Alice Gertrude,

Amesbury.

Somerville.

Breen, Margaret Mary,

Somerville.

Brown, Agnes Frances,1 Buffum, Dorothy May,

Cambridge. Danvers.

Carrier, Caroline Joanna,

Charlemont.

Cashman, Mary Theresa, Caulfield, Helen Frances,

Cambridge.

Clark, Elizabeth Constance,

Annisquam.

Clifford,

Ruth

Isabel,

Cody, Margaret Ellen,

Salem. Revere.

Peabody. Lynn.

Comer, Marie Ann,

Cowden, Esther Brownell, Crowell, Harlan Dunn, 1

Was a member

Amesbury. Salem. of the school less

than three months.

60 Currier, Ethel

May,

Anna Louise, Delaney, Mary Frances, Dewire, Mary Josephine, DeAvellar,

North Andover. Medford. Cambridge. Somerville.

Dinsmore, Helen Peach,

Maiden.

Durling, Miviene Averill,

Lynn.

Estee,

Marion Frances,

Somerville.

Finlay, Hazel Mellissa,

Chelsea.

Fitzgerald, Jetta Louise,

Revere.

Flaherty, Katherine Ruth,

Lynn.

Fraser, Helen Genevieve,

Revere.

Gallagher, Gillis,

Gillis,

Mary

Louise,

Margaret Rosaline, Ruth Anna,

Gilmore, Cecilia Gertrude,

May,

Glover, Alice

Cambridge. Manchester.

West

Somerville.

Peabody. Marblehead.

Golden, Ida,

Somerville.

Hall, Matilda Veronica,

Cambridge.

Harrold, Beulah Christine,

Marblehead.

Henderson, Helen Esther,

Boston.

Higgins, Grace Imelda,

Amesbury.

Hourihan, Nellie Veronica,

Marblehead.

Huntington, Flora Evelyn,

Newbury port.

Jackson,

May

Seiiena,

Johnson, Mildred Aileen, Jordan,

Mary

Elizabeth,

Joyce, Gerald Stanley,

Kirby,

Mary

Beatrice,

Lynn. Maiden.

Newburyport.

Gloucester.

Dan vers.

Kotzen, Mary,

Chelsea.

London, Dana Woodman,

Salem.

Long, Helen Mary,

North Cambridge.

Mary, Lyons, Helen Anna, Maguire, Helena Margaret,

East Boston. Arlington.

Malcolm, Eliza,

Cambridge.

Loschi,

Maxwell, Alice Louise,

McCarthy, Ellen Teresa, McCarthy, May Josephine,

McCarthy, Mary Elizabeth, McCauley, Emma Frances, MoCurdy, Edith Susan,

Cambridge.

Stoneham. East Lynn.

Lynn. Peabody. Salem. Beverly.

McElroy, Mary Teresa,

Peabody.

North Andover.

Mclnnis, Sarah Catherine, Mitchell, Mildred Louise,

Springfield.

Monaghan, Rose Ella, Moran, Katherine Irene, Morgan, Ellen Augusta, Mullaley, Helen Esther,

Salem.

Cambridge.

Lynn. Stoneham.

Mullins, Grace Frances,

Cambridge.

Murdock, Rita Annette, Murphy, Maurice Francis, Nason, Cora Mable, Neall, Lena Fifield,

Chelsea.

East Boston. Manchester-by-the-Sea.

Lynn.

Anna Agnes, 1 O'Connor, Mary Gertrude,

Norton,

Salem.

Rockport.

O'Leary, Katharine Francesca, O'Loughlin, Marguerite Regina, O'Rilly,

Sarah Louise,

Maiden. Cambridge.

Pagum, Helen Gertrude, Palmer, Evelyn Mae,

Peabody. 1

Maiden.

Lynn.

Newburyport.

Parsons, Rita dishing, Patton, Elizabeth Mary,

Chelsea.

Perkins, Inez Margaret,

Salem.

Perkins, Mildred,

Wenham.

Winthrop.

Pike,

Nora

Clair,

Purington, Edith May,

Beverly.

Ramsey, Florence

Cambridge.

Collette,

Regan, Helen Gertrude,

Salem.

Ried, Bertha,

Roberts, Franklin Campbell.

North Reading. East Lynn. North Andover.

Roche, Marion Thecla,

Salem.

Ricker, Doris Ames,

Rowe, Vera Edna,

Marblehead.

Schermerhorn, Ruth Elizabeth,

Newburyport.

Stetefeld, Marguerite Elizabeth,

Somerville.

Stantial,

Eunice May,

Melrose.

Troy, Gertrude Roberta,

South Boston.

Ward, Mary Grace,

Marblehead.

Waterhouse, Olive Doane,

Wakefield.

Watson, Helen Mabelle,

East Lynn.

Wendell, Jessie Stuart,

Lynn.

Was a member

the school

less

than three months.

62 Williams,

Mary

Elizabeth,

Beverly.

Williams, Ruth Pheraie,

Danvers.

Wing, Beulah Amanda, Wing, Laura Sheldon, Woodberry, Ruth Williams,

Hathorne.

Zanetti, Louise,

East Boston.

Maiden.

Beverly.

Students in Commercial Course Senior Class Brophy, Elnora Kathleen,

Anna Keenan,

Clark,

Davis, Xina

Amanda,

Gloucester.

Marblehead.

Dow, Erhel Helen, Hinehcliffe, Eva Mary,

Auburn, Me. Xewton. Stoneham.

Johnson, Olive Florence,

Orange.

Sanford, Pearle Aurilla,

Marlborough.

Wiggin, Lelia May,

Danvers.

Students in Second Year of Three-tears Course Brown, Eliza Florence.

Marblehead.

Curtis. Mabolin,

Salem.

Marion Abbie,

Fitch,

Foley, William Lawrence,

Levy,

Mary

Junction.

Danvers.

Genevieve.

MeGlew, John James,

Sterling

Gloucester.

Jr..

Powell, Charlotte Louise,

Xewburyport. Maiden.

Thomas, Winnifred Adelaide,

Cambridge.

Whitney, Rosalba,

Brookline.

Special Students, One-year Course Chisholm, Everett Allen, A.B.,

Finn, John Haley, B.S., Mighill.

Hugh

X.. B.S.,

Moody. Beulah Walton, ?

Xeil,

Agnes,

Manchester, X. H.

South Middleton. Rowley. Salisbury.

East Boston.

Rice, Jennie Julia,

Marlborough.

Smith, Lulu Belle, Tucker, Ruth Elizabeth.

Xorth Andover. Xorth Reading.

Williams. Erminie Adelaide,

Holbrook.

Special Students, Two- years Course

Harvey, Fred Harrison, Long, Frederick Joseph,

Nye, Clifford N.,

....

Lynn. Salem. Pittsfield.

Junior Class Bray, Richard Williams,

....

Salem.

Brooks, Walter Roland,

Ipswich.

Campbell, Mildred Ward,

Middleton.

Ruth Hixon,

Carter,

Chase, Lenox Elspeth,

Winchendon. Amesbury. Putnam, Conn.

Coman, Clara Louise, Cromwell, Marion Judson, .

Hutchinson,

Chelsea.

Hatch, Pearl Catherine,

Myron Robin,

Middleton.

Salem.

Johnson, Hazeltine Robinson,

Peabody.

Kelly, Marion,

Everett.

Lamb,

Emma

Jennie,

Macgovern, Margaret

Orange.

Dorchester.

I.,

MacGregor, Marion Gertrude, McCann, James Henry, McLaughlin, Sarah Jane, Moriarty, Marion Agnes,

Lynnfield.

Mulally, Loretta Marion,

Danvers.

Newhall, Georgia Louise, 1 Parziale,

Anna Emma,

....

Peabody. Nahant. Danvers.

Peabody.

Cecelia,

Chelsea.

Rankin, Austin Mader,

Beverly.

Poland,

Reardon, Margaret Juann,

Edmund Francis, Anna Lochart,

Richards, Ross,

Vaile,

Newburyport.

Margaret Helen,

North Abington. Peabody. Salem.

Smith, Faustina Elena,

Williams, Georgian a,

Nahant.

Danvers.

East

Was member

of the school less

Wenham.

than three months.

Summary Students of the elementary course, Special students, elementary course,

Students of the commercial course,

...... ......

Special students, commercial course,

212 9

45 12 278

Whole number of students from opening of Whole number of graduates, Number of certificates for one year's work,

school,

....

6,094

3,227

REQUIREMENTS FOR ADMISSION 1.

detailed record of scholarship in the high school, signed

by the principal

(see I, pages 9

form provided by the 2.

certificate of

and 10).

(Use the printed

school.)

good moral character from the principal of

the high school. 3.

Examinations or a

certificate

chosen from the specified 4.

(see 5.

certificate

C and

III,

list

amounting

(see II,

to fourteen units

page 10).

from the high school pages 10 and 11).

for four additional units

written application for admission (on the printed form

provided by the school). 6.

personal interview with the principal at the school.

candidate will be admitted

who has not met

(No

this requirement.)